NEW YORK STATE GRADE 4

ELEMENTARY-LEVEL

SCIENCE TEST

Manual forAdministrators and Teachers

2004 Written TestPerformance Test, Form A

The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Albany, NY 12234 ٠ www.nysed.gov

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THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University

ROBERT M. BENNETT, Chancellor, B.A., M.S. ......................................... TonawandaADELAIDE L. SANFORD, Vice Chancellor, B.A., M.A., P.D. ................... HollisDIANE O’NEILL MCGIVERN, B.S.N., M.A., Ph.D. . ................................ Staten IslandSAUL B. COHEN, B.A., M.A., Ph.D. ......................................................... New RochelleJAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................... PeruROBERT M. JOHNSON, B.S., J.D. ............................................................... HuntingtonANTHONY S. BOTTAR, B.A., J.D. ............................................................. North SyracuseMERRYL H. TISCH, B.A., M.A. ................................................................. New YorkGERALDINE D. CHAPEY, B.A., M.A., Ed.D.............................................. Belle HarborARNOLD B. GARDNER, B.A., LL.B............................................................ BuffaloHARRY PHILLIPS, 3rd, B.A., M.S.F.S. ...................................................... HartsdaleJOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D ................... AlbanyLORRAINE A. CORTÉS-VÁZQUEZ, B.A., M.P.A. ..................................... BronxJUDITH O. RUBIN, A.B. ............................................................................. New YorkJAMES R. TALLON, JR., B.A., M.A. .......................................................... BinghamtonMILTON L. COFIELD, B.S., M.B.A., Ph.D. ............................................... Rochester

President of The University and Commissioner of EducationRICHARD P. MILLS

Chief Operating OfficerTHERESA E. SAVO

Deputy Commissioner for Elementary, Middle, Secondary and Continuing EducationJAMES A. KADAMUS

Assistant Commissioner for Standards, Assessment and ReportingDAVID ABRAMS

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status,veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educationalprograms, services, and activities. Portions of this publication can be made available in a variety of formats, includingBraille, large print, or audiotape, upon request. Inquiries concerning this policy of nondiscrimination should be directed tothe Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.

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Contents

General Features of the Grade 4 Elementary-Level Science Test ........................................................1

Information for School Administrators...................................................................................................2

General Information .............................................................................................................................2Test Forms............................................................................................................................................2Administration Schedule ......................................................................................................................2Students To Be Tested..........................................................................................................................2Testing Accommodations ....................................................................................................................3Security of the Tests .............................................................................................................................5Return of Tests and Scoring Materials to the Department ...................................................................5Administration of the Tests ..................................................................................................................6Scoring the Tests ..................................................................................................................................6Determining Need for Academic Intervention Services ......................................................................7Recording Test Scores and Storing Student Answer Papers................................................................7Review of Answer Papers by Students and Parents .............................................................................8Reporting Student Scores to the Department .......................................................................................8Department Contacts ............................................................................................................................8

General Test Administration Procedures................................................................................................9

Test Materials .......................................................................................................................................9Special Considerations for Assuring Optimal Student Performance ...................................................9Test Administration Time ..................................................................................................................10Preparations for Testing .....................................................................................................................10

Administering and Scoring the Written Test ........................................................................................12

Detailed Directions for Administering the Written Test ....................................................................12Scoring the Written Test.....................................................................................................................14Rating the Written Test, Part II ..........................................................................................................16Organizing the Rating Process ...........................................................................................................16

Administering and Rating the Performance Test.................................................................................18

Preparation..........................................................................................................................................18Diagram of Typical Classroom Setup ................................................................................................20Preparing Each Station .......................................................................................................................21

Station 1—Measuring Objects and Liquids................................................................................21Station 2—Electrical and Magnetic Testing...............................................................................23Station 3—Ball and Ramp..........................................................................................................25

Detailed Directions for Administering the Performance Test............................................................28Rating the Performance Test ..............................................................................................................32Organizing the Rating Process ...........................................................................................................32

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Appendix I: Materials Needed to Administer the Performance Test, Form A..................................33

Appendix II: Comparison of Possible Performance Test Sites ...........................................................35

Appendix III: Test Administrator’s Record Sheet ...............................................................................37

Appendix IV: Station 3—Ball and Ramp Place Mat............................................................................39

Appendix V: Class Record Sheet............................................................................................................43

Appendix VI: Deputy and Proctor Certificate; Examination Storage Certificate ............................49

Appendix VII: Instructions for Nonpublic Schools ..............................................................................55

Appendix VIII: Approved Suppliers for Elementary-Level Science Performance Test Kits.............57

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General Features of the Grade 4 Elementary-Level Science Test

The Regulations of the Commissioner of Education provide that an Elementary-LevelScience Test is to be administered in Grade 4 to serve as a basis for determining students’ needfor academic intervention services in science. The Grade 4 Elementary-Level Science Test isdesigned to measure the content and skills contained in the Elementary-Level Science CoreCurriculum, Grades K–4. The core curriculum is based on the New York State LearningStandards for Mathematics, Science, and Technology (Elementary Level).

The Grade 4 Elementary-Level Science Test consists of two required components: a WrittenTest and a Performance Test. The Written Test consists of multiple-choice and open-endedquestions and requires about one hour to administer. The Performance Test (Form A) consists ofhands-on tasks set up at three stations and requires about 75 minutes to administer.

The Department establishes a State-designated level of performance to help schools identifystudents who must receive academic intervention services. All students who earn a final score onthis test in levels 1 or 2 must be provided such services, which must commence in the semesterimmediately following the administration of the test (see page 7).

The first section of this manual contains information of special interest to administrators.Subsequent sections contain directions for administering and scoring the Written andPerformance Tests.

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Information for School Administrators

General InformationAll persons in charge of the administration of the Grade 4 Elementary-Level Science Test

should be familiar with the information in this manual. Additional information concerning thistest may be found on the Department’s web site at: http://www.emsc.nysed.gov/osa/elintsci.-html. Schools may submit questions concerning the administration of the Grade 4 Elementary-Level Science Test via e-mail to the Office of State Assessment at emscassessinfo@mail.nysed.-gov.

Test Forms

Written Test: The Written Test has two parts. Part I contains multiple-choice questions, andPart II contains open-ended questions. The test is not timed. Most students will complete theWritten Test in approximately 45–60 minutes of working time. In addition, the test administratorwill need approximately 15 minutes to give directions to students. The Department will provide anew form of the Written Test each year. The Department also provides a machine-scorableanswer sheet for Part I. It is hand scorable and machine scorable on NCS equipment. Schoolsmay also use a locally developed answer sheet. Answers to Part II of the test are to be written inthe test booklet.

Performance Test, Form A: The Performance Test consists of tasks at three stations. Eachstation requires 15 minutes of testing time, for a total testing time of 45 minutes, plus the timeneeded to provide instructions to students and for students to move between stations. Allot atleast 75 minutes for administration of the Performance Test. The Performance Test is handscorable only. Answers to the Performance Test are to be written in the test booklet.

Administration Schedule

The Grade 4 Elementary-Level Science Test must be administered during the month of May.Specific dates when the test is administered are a local decision. The Written Test andPerformance Test should be administered on separate days. Students who are absent on theadministration dates must be tested when they return to school during May. Results for allstudents must be included on the reports submitted to the Department (see page 8).

Students To Be Tested

The Grade 4 Elementary-Level Science Test must be administered to all public schoolstudents. This test is part of the State’s accountability system under the No Child Left Behind Act(NCLB). The failure of a public school to administer this test and/or to report the test results to theDepartment can have an impact on the school’s accountability status. Nonpublic schools arestrongly encouraged to administer State assessments. The rules specified on the next two pagesapply to students in public and participating nonpublic schools.

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General Education StudentsThe Grade 4 Elementary-Level Science Test must be administered to all students enrolled in

grade 4 in all public schools and in all participating nonpublic schools. Students who arerepeating Grade 4 are required to take the test again.

Limited-English-Proficient (LEP) StudentsAll LEP students are required to participate in the Grade 4 Elementary-Level Science Test.

LEP students may take the test either in an alternative language or in English, whichever wouldbe better for the student. LEP students may also use both an English and an alternative languageedition of the test simultaneously. Alternative language editions of the test are provided inChinese, Haitian Creole, and Spanish. Information about administering these translated editionsis included on page 9 under Test Materials. The test may be translated orally into other languagesfor those LEP students whose first language is one for which a written translation is not availablefrom the Department. Schools are permitted to offer LEP students specific testingaccommodations when taking this test (see page 4–5).Students with Disabilities

The Committee on Special Education (CSE) must decide for each student with a disabilityon a case-by-case basis, and document on the student’s Individualized Education Program (IEP),whether the student will be participating in the Grade 4 Elementary-Level Science Test or willnot be participating in this assessment because the student will be participating in the New YorkState Alternate Assessment (NYSAA) for students with severe disabilities or in a locally selectedassessment. The criteria that the CSE must use to determine a student’s eligibility to participatein NYSAA are available at the web site: http://unix33.nysed.gov:9280/specialed/alterassess-ment/identnysaa.htm.

Information on the eligibility criteria for students with disabilities to participate in a locallyselected assessment is available in the memorandum entitled Supplemental Guidelines forParticipation of Students with Disabilities in State Assessments: Locally Selected Assessments.This memorandum is available at the web site: http://unix32.nysed.gov:9280/specialed/publi-cations/policy/participate.htm.

When determining which students will be participating in this test, be sure to consider thosestudents with disabilities who attend programs operated by the Board of Cooperative EducationalServices (BOCES) as well as any other programs located outside the school.

Testing Accommodations

Students Who Incur Disabilities Shortly Before Test Administration

Principals may modify testing procedures for general education students who incur an injury(e.g., a broken arm) or experience the onset of a short- or long-term disability (e.g., epilepsy)acquired or diagnosed within 30 days prior to the administration of State assessments. In suchcases, when sufficient time is not available for the development of an IEP or a Section 504Accommodation Plan (504 Plan), principals may authorize certain accommodations that will notsignificantly change the skills being tested. These accommodations are limited to:

• extending the time limit for a test• administering the test in a special location• recording the student’s answers in any manner• reading the test to a student (only for a student whose vision is impaired)

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Eligibility for such accommodations is based on the principal’s professional discretion, butthe principal may confer with members of the Committee on Special Education (CSE) or withother school personnel in making such a determination. Pursuant to Section 100.3 of theRegulations of the Commissioner of Education, building principals are responsible foradministering State assessments and for maintaining the integrity of test content and programs inaccordance with directions and procedures established by the Commissioner of Education.

Prior permission need not be obtained from the Department to authorize testingaccommodations for general education students. However, a full report concerning eachauthorization must be sent to the Office of State Assessment. Further, if the student is expectedto continue to need testing accommodations, the principal must immediately make theappropriate referral for the development of an IEP or Section 504 Accommodation Plan.

Students with Disabilities

All students with disabilities must be provided full access to the Grade 4 Elementary-LevelScience Test to the extent that such testing is consistent with their individual needs. Studentsidentified by the Committee on Special Education (CSE) of the district as having a disabilityshould be allowed to use the testing accommodations specified in their IEP. Students who havebeen declassified may continue to be provided testing accommodations if recommended by thelocal CSE at the time of declassification and in the student’s declassification IEP.

Plan all necessary arrangements for implementing testing accommodations well in advanceof the test date. The principal is responsible for insuring that students are provided with thetesting accommodations specified in their IEP or 504 Accommodation Plan.

The Department's Office of Vocational and Educational Services for Individuals withDisabilities (VESID) provides more information on testing accommodations for students withdisabilities on its web site: ftp://unix2.nysed.gov/pub/education.dept.pubs/vesid/oses/-test.access.mod/testacce.txt. You may contact that office via e-mail to vesidspe@mail.nysed.govif you have questions on this topic for which you are unable to find answers on the web site.

Limited-English-Proficient (LEP) Students

Schools may provide the following testing accommodations to limited-English-proficientstudents:• Time Extension: Schools may extend the test time for LEP students. Principals may use any

reasonable extensions, such as “time and a half” (the required testing time plus one-half of thatamount of time), in accordance with their best judgment about the needs of the LEP students.Principals should consult with each student’s classroom teacher in making these determinations.

• Separate Location: Schools are encouraged to provide optimum testing environment andfacilities for LEP students. They may administer State tests to LEP students individually or insmall groups in a separate location.

• Bilingual Dictionaries and Glossaries: LEP students may use bilingual dictionaries andglossaries when taking this examination. The bilingual dictionaries and glossaries mayprovide only direct translations of words. Bilingual dictionaries or glossaries that providedefinitions or explanations are not permitted.

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• Simultaneous Use of English and Alternative Language Editions: For this examination,LEP students may use both an English and an alternative language edition of the testsimultaneously. However, they should be carefully instructed to record all of their responsesin only one of the two editions. The alternative language edition used by the student shouldbe so indicated on the student’s answer document.

• Oral Translation for Lower Incidence Languages: Schools may provide LEP students withan oral translation of this examination when there is no translated edition provided by theDepartment. All translations must be oral, direct translations of the English editions; writtentranslations are not allowed. No clarifications or explanations may be provided. Translatorsshould receive copies of the English edition of the tests one-hour prior to administration. TheDepartment’s Office of Bilingual Education and the Bilingual Education TechnicalAssistance Centers (BETACs) can assist schools in locating suitable translators.

• Writing Responses in the Native Language: LEP students making use of alternativelanguage editions or of oral translations of this examination may write their responses to theopen-ended questions in their native language. Scoring the tests is the responsibility of theschool. However, the Department’s Office of Bilingual Education and the BETACs canassist schools in locating persons who can translate the students’ responses into English tofacilitate scoring of the answer papers.

Security of the TestsAll Written Test booklets, both used and unused, all scoring keys and rating guides, and all

student answer sheets must be held secure from the date the school receives its shipment ofexamination materials through the end of May. While schools may score the student answerpapers before the end of this period, caution raters not to discuss the test content and scoringrubrics except during scoring sessions. Once the May test administration period has ended, theWritten Test materials are no longer considered secure.

All Performance Test materials must be held secure except during the actual administrationand scoring of the Performance Test. The same Performance Test (Form A) will be administeredfor several years. All Performance Test materials except student answer booklets are to bereturned to the Department.

Return of Tests and Scoring Materials to the DepartmentWritten Test: Since the Department will provide a new form of the Written Test each year,

schools do not have to return Written Test materials to the Department. After the May testadministration period has ended and the test has been scored, schools may use the Written Testas part of the instructional program. Public schools must keep student answer papers for theWritten Test on file in the school for one year. Copies of this manual and the Rating Guide forthe Written Test should be kept on file at the school with the students’ answer papers forreference. Nonpublic schools are encouraged to make photocopies of the completed studentanswer sheets, as they must send the original answer sheets to the Department’s Office ofInformation and Reporting Services. (See Appendix VII for the full mailing address and furtherinstructions for nonpublic schools.)

Performance Test: Principals are required to ensure that the school returns to theDepartment Performance Test materials as indicated in the chart on the next page.

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Return to the State Education Department'sTest Distribution Unit

Retain in the SchoolDo NOT return to the Department

All unused Performance Test answer booklets,including regular, large-type, Braille, andalternative language editions

All used and unused Performance Test RatingGuides

Performance Test answer booklets used bystudents

Copies of this test administration manual

Completed Deputy and Proctor Certificate

Completed Examination Storage Certificate

Use the return label enclosed with the shipment of test materials to return the PerformanceTest materials by the end of June to:

Test Distribution UnitNew York State Education DepartmentCultural Education Center, Room 167

Empire State PlazaAlbany, New York 12230

Note: New York City public schools should follow the procedures for the return of PerformanceTest materials provided to them by the New York City Department of Education.

Examination Certificates: Deputy and Proctor Certificates and Examination StorageCertificates must be completed and signed by all of the appropriate parties following theadministration and scoring of the Performance Test and again following the administration andscoring of the Written Test. Both sets of signed certificates should be retained in the school’sfiles for one year. Copies of these certificates can be found in Appendix VI.

Administration of the TestsIf the Grade 4 Elementary-Level Science Test is to provide an accurate measure of student

achievement, both students and teachers should be properly prepared for its administration. Thismanual provides recommendations for preparing students to take the tests. School personnel whoadminister the Written and Performance Tests must be familiar with the test materials and thedirections for administration provided in this manual.

Scoring the TestsIt is the school’s responsibility to make the necessary arrangements for the scoring of all test

materials. The answer sheet provided by the Department for Part I of the Written Test may be eitherhand scored or machine scored. The Department provides a scoring key for hand scoring the answersheet. Schools may also use a locally developed answer sheet. Many schools receive answer sheetsdeveloped by their regional information center. When hand scoring answer sheets provided to theschool by a source other than the Department, check to be sure that the squares on the scoring keyoverlay denoting the correct answers for the multiple-choice questions are completely aligned withthe circles on the answer sheet for those choices. If there is not complete alignment, hand scoringmust be done using only the list of correct answers printed on the scoring key overlay. Onlyequipment that can score NCS test materials can be used to machine score the answer sheet provided

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by the Department. The answer sheet contains fields for recording scores for the questions in Part IIof the Written Test and in the Performance Test. Part II of the Written Test must be hand scored.Detailed scoring directions are provided in the Rating Guide for the Written Test. Suggestions fororganizing the rating process for the Written Test are provided on pages 16 and 17.

The test booklets for the Performance Test can be hand scored only. All teachers who scorethe student responses should be thoroughly familiar with the scoring procedures. Detaileddirections for scoring the Performance Test are provided in the Rating Guide for the PerformanceTest. Suggestions for organizing the rating process for the Performance Test are provided onpage 32.

Note: Because all Performance Test rating guides must be returned to the Department by the endof June, all rating must be completed by that time.

The Rating Guide for the Written Test provides a conversion chart for determining eachstudent’s final score, based on the raw scores on the Written and Performance Tests. This final scorewill fall into one of several performance levels.

Note: The final score corresponding to the raw scores in the conversion chart will change with eachyear’s form of the test. For this reason, it is crucial that for each test year, teachers use only theconversion chart provided in the rating guide for that year to determine the student’s final score.Copies of the written test rating guides should be kept on file at the school for reference.

A Class Record Sheet is provided in Appendix V. Schools that compile their students’scores by hand may use this form to record the scores of each class on the Written Test and thePerformance Test. These data can then be developed into a score distribution for local use. Aform for that purpose is also provided in Appendix V.

Determining the Need for Academic Intervention ServicesSection 100.2(ee)(i) of the Regulations of the Commissioner of Education requires schools

to provide academic intervention services to students who score below the State-designatedperformance level on the Grade 4 Elementary-Level Science Test. All students who achieve afinal score below 65 (levels 1 or 2) must receive academic intervention services. These servicesmust commence in the semester immediately following the administration of the test. Additionalinformation concerning academic intervention services may be found on the Department’s website at: http://www.emsc.nysed.gov/docs/AISQAweb.pdf.

Recording Test Scores and Storing Student Answer PapersThe Department does not keep records of individual student scores on the tests. Therefore,

the school must maintain complete and accurate records. A student’s score and the date ofadministration must be entered on the student’s permanent record.

All schools must keep their students’ Performance Test answer booklets on file in the schoolfor at least one year. Since the Performance Test booklets remain secure, they must be stored in asecure location. In addition, public schools must keep their students’ Written Test answer sheets onfile for the same period.

Nonpublic schools must send their students’ original, scannable, Written Test answer sheets tothe Department along with the Class Record Sheet in Appendix V. Nonpublic schools are advisedto make copies of their students’ Written Test answer sheets before sending them to the

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Department. This provides a record of the students’ Written Test answers for the school’s useand protects the student data should a package get lost in the mail. Nonpublic schools shouldrefer to Appendix VII for additional information.

Review of Answer Papers by Students and Parents

Students and parents/guardians of students who have taken the Grade 4 Elementary-LevelScience Test have the right to review student answer papers after the scores have been recordedas described in the preceding paragraph. Answer papers should be reviewed in the presence ofthe principal, or the principal’s designee, to ensure that no changes are made on the answerpapers as they are being reviewed.

Reporting Student Scores to the Department

Public school data must be reported through LEAP. For more information about reportingresults, public school administrators should review the LEAP manual found atwww.emsc.nysed.gov/irts or contact their LEAP coordinator, their local Regional InformationCenter (RIC), or Large City School District Scanning Center.

Nonpublic schools report scores directly to the Department. For more information,nonpublic school administrators should refer to Appendix VII in this manual or contact theOffice of Information and Reporting Services at 518-474-7965.

Department Contacts

Different Department staff are responsible for various aspects of the test. Direct questions toone of the persons or offices listed below:

Content/Curriculum/Scoring: Ann Crotty, Office of Curriculum, Instruction, andInstructional Technology518-474-5922 acrotty@mail.nysed.gov

Administration: David Moore, Test Administration Unit518-474-5099 dmoore@mail.nysed.gov

Test Development: Judy Pinsonnault, Test Development Unit518-474-5900 jpinsonn@mail.nysed.gov

Reporting Results to SED: Dawn Thompson, Information and Reporting Services518-474-7965 dthompso@mail.nysed.gov

Accommodations for Students Special Education Policy Unit with Disabilities: vesidspe@mail.nysed.gov

Academic Intervention Services Office of School Improvement518-474-5923 mflanaga@mail.nysed.gov

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General Test Administration Procedures

Test MaterialsThe test materials provided by the Department for administering the Grade 4 Elementary-

Level Science Test include:For the Written Test:

• test booklets• separate answer sheets for Part I (hand scorable and machine scorable on NCS scoring

equipment)• scoring key for the separate answer sheet (printed on translucent paper)• directions for administering and scoring the Written Test (pages 12–17 of this manual)• Rating Guide for the Written Test, Part II

For the Performance Test (Form A):• test booklets• Station Diagrams (10 copies of each Station Diagram and one Test Administrator’s

Record Sheet)• directions for administering and rating the Performance Test (pages 18–32 of this

manual)• Test Administrator’s Record Sheet (Appendix III of this manual)• Rating Guide for the Performance Test (Form A)

The Written Test booklet and the test booklet and Station Diagrams for the PerformanceTest (Form A) are available in large-type and Braille editions. Alternative language editions ofboth the Written Test and the Performance Test are available in Chinese, Haitian Creole, andSpanish. These are direct translations of the English editions. The directions to students on thealternative language test materials are the same as those on the English editions. The Departmentdoes not provide separate directions for administering the alternative language editions of thetests. Teachers who speak the language should be able to administer the alternative languageeditions by using a copy of the test materials in the appropriate language and the directionsprovided in this manual. If a teacher who does not speak the language administers the tests, thedirections on the test materials should enable students to complete the tests by themselves.

The test materials to be provided by the school include pencils for both the Written andPerformance Tests and the station materials for the Performance Test.

For machine processing of the separate answer sheets for the Written Test, the answer sheetincludes several grids containing spaces for recording special codes. The school must developuniform written instructions about the completion of these grids and provide them to everyonewho will be administering the test. Such instructions should be based on careful consideration ofthe types of student and score information the school needs, as well as on the processingrequirements of the scoring center that the school is using.

Special Considerations for Assuring Optimal Student PerformanceThe person in charge of administering the Grade 4 Elementary-Level Science Test should

review and become thoroughly familiar with the directions for administering both components.(See “Orientation of Test Administrators” on page 11.)

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Students should not be given help in interpreting the test questions and statements. They shouldbe advised to answer the questions according to their best judgment. However, the test administratorshould give students all the assistance required in the mechanics of taking the test, such as filling outthe headings of the answer sheets, filling out the test booklet covers, and recording the answers. Thetest administrator should also replace or repair any faulty equipment during the administration of thePerformance Test.

Test Administration TimeWritten Test: The written test is not timed. Students should be given as much time as they

need to complete it. As a general rule, students will need 45–60 minutes of working time tocomplete the Written Test. Some students will need more time and provision should be made toaccommodate these students. In addition, the test administrator will need approximately 15minutes to give directions to students.

Performance Test, Form A: The Performance Test will take approximately 75 minutes toadminister. Fieldtesting has determined that almost all students will complete the tasks at thethree stations in this amount of time.

Note: The Written and Performance Tests should be administered on different days.

Preparations for TestingArrangements for administering the tests should interfere as little as possible with the

normal school routine. The Written Test may be administered in the students’ regular classroom,or classes may be merged into larger groups, at the convenience of the school. The PerformanceTest need only be set up in one location. For buildings with more than one class of grade 4students, classes should cycle through the testing area one at a time.

1. Security of Test Materials. The sealed packages of secure test booklets may not beopened until the test administration date, and then just early enough to permit thedistribution of booklets prior to the scheduled starting time.

2. Selecting the Testing Room(s). Suggestions for selecting an appropriate testing site forthe Performance Test are in the section of this manual entitled “Administering and Ratingthe Performance Test,” on pages 18–19 and in Appendix II.

3. Orientation of Students. Inform the students about the tests a few days before theadministration date. Emphasize the fact that no special preparation or study is necessaryon their part. Make the announcements in such a way as to increase the students’ interestin the tests and at the same time not cause them to become overly anxious and tense. Helpstudents become familiar with the general types of questions on the tests and theprocedures they should follow in recording their answers.

4. Notification of Parents. Inform parents/guardians of the dates of testing and the purposeof the tests. Ask them to encourage students to do their best and to ensure that studentsare well rested on the dates of testing.

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5. Students Absent on the Test Day. Plan to administer the test at a later date in May to allstudents who were absent when the test was initially given. Do not involve these studentsin any classroom discussions about the test prior to the time they take it.

6. Orientation of Test Administrators. Everyone who will be administering the testsshould become familiar with the detailed directions for administering the tests, which areprovided in this manual. Schedule an orientation prior to the testing dates to enable testadministrators to become adequately prepared. The orientation should include directhands-on experience with the Performance Test if the test administrators have not hadprevious experience with that component. Your regional BOCES or large-city centraloffice may provide assistance for conducting such orientation sessions.

Note regarding test security: Allow access to the Performance Test materials only tothose who are scheduled to administer the Performance Test, conduct the orientation, orrate the test. These materials must remain under strict security conditions at alltimes.

7. Assembling the Test Materials. Assemble all test materials at least one day before thetest administration, except for the test booklets for the Written Test and the PerformanceTest, the scoring keys, and the Rating Guides.

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Administering and Scoring the Written Test

Detailed Directions for Administering the Written TestMake sure that sufficient quantities of all test materials are on hand. The following materials

are needed for each student:

• test booklet• answer sheet• No. 2 pencil

For the test administrator:

• detailed directions for administering the Written Test (pages 12–14 of this manual)• test booklet (for demonstration purposes)• answer sheet (for demonstration purposes)• extra answer sheets and No. 2 pencils• instructions for completing the special codes grids on the separate answer sheet

Note: The school must provide these instructions if the answer sheets are to bemachine scored.

After the desks have been cleared of books and papers and when the students are ready to begin, say:

Today you are going to take a test in science. I will now give each of you a test bookletface up on your desk. Do not open the booklet until I tell you to do so.

Distribute one test booklet, face up, to each student. Then say:

I will now give out the answer sheets. Please do not write on the answer sheet untilI tell you what to do.

After the answer sheets have been distributed, give directions for completing the heading ofthe answer sheet. If the answer sheets are to be machine scored, provide directions for markingany machine-readable name or number grids. Note: The school must develop these directions.

If students do not understand how to mark the answer sheet, explain the appropriatedirections until everyone knows what to do. Then say:

Look at the cover of your test booklet. Be sure it says “Grade 4 Elementary-LevelScience Test, Written Test, May 2004.” If you do not have the correct booklet, raiseyour hand.

Read the directions on the cover silently to yourself while I read them aloud.“Print your name and the name of your school on the lines above. (Pause)This test has two parts. Parts I and II are in this test booklet.

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Part I contains 30 multiple-choice questions. Record your answers to thesequestions on the separate answer sheet. Use only a No. 2 pencil on your answer sheet.

Part II consists of 11 open-ended questions. Write your answers to Part II in thistest booklet.

You will have as much time as you need to answer the questions.”

Now turn to page 2. Read the directions on page 2 silently to yourself while I readthem aloud.

“DIRECTIONSThere are 30 questions on Part I of this test. Each question is followed by four

choices labeled A–D. Read each question carefully. Decide which choice is the bestanswer. On the separate answer sheet, mark your answer in the row of circles for eachquestion by filling in the circle that has the same letter as the answer you have chosen.Use a No. 2 pencil to mark the answer sheet.

Read Sample Question S-1 below.

S-1 Frozen water is called

A fog

B ice

C steam

D vapor

The correct answer is ice, which is next to letter B. On your answer sheet, look atthe box showing the row of answer circles for Sample Question S-1. See how the circlefor letter B has been filled in.

Now do Sample Question S-2. Mark your answer on the answer sheet in the boxshowing the row of answer circles for Sample Question S-2.”

Allow students time to mark the answer to Sample Question S-2 on their answer sheets. Ifnecessary, demonstrate on the chalkboard the correct way of marking answers on the answersheet. Then continue:

“S-2 Which animal has wings?

A bird

B frog

C mouse

D rabbit

The correct answer is bird, which is next to letter A. On your answer sheet, youshould have filled in circle A.

14

Answer all 30 questions on Part I of this test. Fill in only one circle for eachquestion. Be sure to erase completely any answer you want to change. You may notknow the answers to some questions, but do the best you can on each one.

When you finish Part I, go on to Part II. Answer all of the questions in Part II in thespace provided for each question.”

If students do not understand the sample questions or the marking of the answer sheet, theappropriate directions may be explained until everyone knows what to do. After all questionshave been answered, say:

Walk around the room and make sure that all students understand the directions and aremarking their answer sheets correctly. Explain again the test-taking procedures to any studentwho appears to be having difficulty.

No one, under any circumstances, may interpret or explain test questions to students, normay anyone review or comment on the answer paper of a student while a test is in progress. Inresponse to inquiries by students concerning the meaning or interpretation of test questions,students should be advised to use their own best judgment.

Students should remain quietly at their desks when they finish the test. The teacher maycollect the test materials either as students complete the test or when most of the students havefinished.

If the test is administered in a large-group situation, school administrators may prefer toallow students to hand in their test materials as they finish and then leave the room. If so, takecare that students leave the room as quietly as possible so as not to disturb the students who arestill working on the test.

Note: No one, under any circumstances, including the student, may alter the student’s responses onthe test once the student has handed in his or her test materials. Teachers and administrators whoengage in inappropriate conduct with respect to administering and scoring State examinations may besubject to disciplinary actions in accordance with Sections 3018 and 3020 of Education Law.

Scoring the Written TestThe student’s raw score is determined as follows:Part I–one credit for each multiple-choice question that the student answered correctly.

There is no penalty for wrong answers. The scoring overlay provides a list of correct answers tothe multiple-choice questions.

Part II–assign credits as indicated in the Rating Guide for the Written Test, Part II. A list ofcriteria for rating the open-ended questions on Part II is provided in the rating guide.

When I tell you to, turn to question 1 and begin work. When you are finished, closeyour test booklet and place it on top of your answer sheet.

Now turn the page and begin work.

15

The separate answer sheets the Department provides for the Written Test may be eithermachine scored or hand scored.

a. Machine Scoring. The separate answer sheets the Department provides can be machinescored only on NCS scoring equipment. For the convenience of scoring centers, thescoring key provides a list of correct answers. Schools should be sure to check with theirscoring center concerning the procedure to be followed in preparing the answer sheets formachine scoring.

The separate answer sheet containing the multiple-choice answer grids also provides gridsfor recording a student’s Part II and Performance Test scores. When filled in, these gridsenable scoring centers to produce student records that include final student scores. Recordthe Performance Test scores in these grids after the Written Test is administered butbefore the answer sheets are machine scored.

b. Hand scoring. For hand scoring the separate answer sheets, the Department provides ascoring key printed on translucent paper. Boxes printed on the scoring key indicate thecorrect answers. When the scoring key is aligned properly with the answer sheet providedby the Department, each correct answer will be visible in a box. When hand scoring answersheets provided to the school by a source other than the Department, check to be sure that theboxes on the scoring key denoting the correct answers for the multiple–choice questions arecompletely aligned with the circles on the answer sheet for those choices. If there is notcomplete alignment, hand scoring must be done using only the list of correct answers printedon the scoring key overlay. To hand score the answer sheets, use the following procedures:

1. Scan each answer sheet to make certain that the student has marked only one answerfor each question. If two or more answers have been marked, draw a horizontal linewith colored pencil through all of the answer circles, so that no credit will beallowed for that question in scoring.

2. Place the scoring key on the answer sheet so that the box indicating the correctanswer for each question corresponds to the row of answer circles for that question.

3. To obtain the raw score for the multiple choice questions, count the number ofcorrect answers. Record the student’s raw score in the appropriate box on the answersheet.

4. The student’s raw score for Part II may be recorded in the appropriate boxes on theanswer sheet after the Part II rating has been completed.

5. Add the raw score for Part II to the raw score for Part I to determine the student’stotal raw score for the Written Test.

6. The student’s raw scores for the Performance Test may also be recorded in theappropriate boxes on the student’s answer sheet.

7. Use the conversion chart to convert these two total raw scores to a final score for thestudent.

16

c. Determining the Student’s Final Test ScoreThe Rating Guide for the Written Test, Part II provides a chart for converting the

student’s written test raw score and performance test raw score to a final score.Note: The final score corresponding to the raw scores in the conversion chart will changewith each year’s form of the test. For this reason, it is crucial that for each test year, teachersuse only the conversion chart provided in the rating guide for that year to determine thestudent’s final score. Copies of the written test rating guides should be kept on file at theschool for reference.

Rating the Written Test, Part II

Approximately one-third of the Written Test will be open-ended questions that will requirerating by elementary-level teachers. It is estimated that two teachers working as a team should beable to rate all of the open-ended responses for about 30 students in approximately one hour.

The Rating Guide for Written Test, Part II gives detailed directions for rating the open-ended section of the Written Test and specific criteria for rating each question. It is printed onyellow paper and was included in the shipment of test materials from the Department. In ratingthe students’ test booklets, each rater should follow the procedures detailed in the Rating Guide.The rating should be completed as soon as possible after the test administration and by the end ofJune.

Organizing the Rating Process

The following is a suggested procedure for managing the mechanics of the rating process.

1. Designate one person as the coordinator of the rating process. The coordinator may beappointed at either the building or the district level. He or she will be responsible fortraining and supervising raters and may also rate some of the questions in the student testbooklets.

2. Set aside one room as a central rating room for collecting, sorting, circulating, and storingtest booklets and for preparing and maintaining records.

3. Provide adequate time for rating during the school day.

4. Make sure each rater receives approximately the same number of student booklets.

5. At least two teachers should participate in rating the open-ended questions in Part II.Each should be responsible for rating a selected number of the open-ended questions ineach test booklet. No one teacher is to score all the open-ended questions in a student’stest booklet.

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6. Prior to the rating of students’ answers to the open-ended questions in Part II, allow timeto provide training for all raters (even if they have received prior training). If possible,select at random 10–15 student test booklets and duplicate them for use as a “warm-up”exercise with the raters for discussion of the questions, the criteria, and the rating of eachitem. During the training exercise, after three or four complete student test booklets havebeen rated, ask the raters to indicate, by a show of hands, how many credits they gaveeach answer. If there is some disagreement about the number of credits to be awarded ananswer, ask raters who gave different credits to an answer to explain their rating by citingspecific criteria from the Rating Guide.

18

Administering and Rating the Performance Test

Preparation

Well in Advance of the Test Date:1. Notify teachers and other staff of this test and the role that they may need to play.

2. Assemble and prepare all equipment according to the directions (pages 21–27) in thismanual. The materials listed specify what is needed for a single station. Severalcommercial and public suppliers have constructed kits that provide the specific equipmentfor each station. Appendix VIII provides a list of these suppliers. Although kits orderedfrom suppliers should generally be the same, some kits may not be ready for immediateuse, and additional time may be needed for preparation. The school will need to providesome miscellaneous materials such as marking pens, tape, or labels.

3. Contact the supplier for a replacement if a piece of equipment or material is missing orarrives broken. For this reason, it is imperative to check the materials well in advance ofthe test date.

4. Check to be sure that the equipment and materials are adequate for the number of studentsto be tested. Appendix I provides a complete list of materials needed for each station. Asupplier’s kit of materials usually provides for a maximum of 30 students. Each group ofstations will accommodate three students, and students will move to each station withinthe group. If 30 students are to participate in the Performance Test, you will need 10groups and equipment for 10 complete setups of each station. Each student will need onetest booklet and a sharpened pencil. Check that enough booklets will be available for thenumber of students to be tested. Test administrators should have a supply of extrasharpened pencils on hand.

5. Select and reserve a testing room. Appendix II provides a comparison of possiblePerformance Test sites. Once all the equipment has been prepared, it should take three tofour person-hours to set up the room, 75 minutes to administer the test (for a class of30 students), and one hour to disassemble the setup. For larger schools and schools wherethe test will be given early in the school day, station setup can be done the day before andsecured overnight. Do not leave test booklets out overnight.

6. Plan the layout of the room and prepare a diagram of the room layout of thestations. This is an essential step in the process of Performance Testing. The testingroom must have flat top student work spaces (student tables, lab tables, library tables, orcafeteria tables) in sufficient numbers for the number of students to be tested. Anindividual student desk may be too small to accommodate all the equipment for a stationplus provide room for the student to write. It may be possible to place two smallerindividual desks together to make a larger work area for one station. Determine howmany tables will be needed and how they will be arranged in groups of three stations each(see page 20). The room will need to be large enough to accommodate 8–10 groups (24–30 students) comfortably. Students will need to move (either sideways or front-to-back)among stations within their group with as little confusion as possible.

One station, the “Ball and Ramp,” needs more space than is available comfortably on asingle student desktop for the ball and ramp place mat. If you use single desks, the “Ball

19

and Ramp” station will require two student desks abutted side-by-side. (See diagram onpage 27.) Figure out how many desks (tables) will be needed and how they will bearranged in groups so that students will be able to rotate easily from one station to thenext with a minimum amount of confusion. Give special attention to the placement of the“Ball and Ramp” station, especially if two student desks are abutted. Make a diagram ofyour testing room setup for reference.

7. Check that all print materials from the Department are ready. These include the studentPerformance Test booklets; directions for setting up the stations; detailed directions foradministering the test; Station Diagrams for Stations 1, 2, and 3; and a TestAdministrator's Record Sheet.

8. Check that at least two adult test administrators (two professionals, or one professionaland one paraprofessional) have been trained and are totally familiar with the test protocolsand the equipment. These adults will administer the test, direct student movement, andresolve any problems with the equipment. In addition, teachers or aides may be present toprovide testing accommodations, pursuant to their IEPs, to students with disabilities. Tominimize possible distractions during the testing, other adults should not be invited toattend.

One Day Prior to the Test or Early Morning on the Test Date:

1. Arrange the tables into groups of three stations each. Set up each station according to thedirections provided in the section of this manual entitled “Preparing Each Station,” onpages 21–27. The materials listed specify what is needed at each station for each groupthat is being tested. Arrange the equipment exactly as it is shown on the Station Diagram.

2. Place the Station Diagram at the bottom left of each station.

3. Safety: The performance test is to be administered under the supervision of trained testadministrators. Staff should exercise the same safety precautions that apply whenstudents engage in performance tasks in a science classroom. Monitor the studentsclosely for safe use of equipment and materials at all times.

4. Suggestion: Have a mop or sponge handy for spills at Station 1.

5. Complete the Test Administrator’s Record Sheet. This information is very important.It will be used to determine the range of correct answers when rating the students’ tests.Copies are provided in Appendix III of this manual and in the packet of Station Diagrams.

20

Diagram of Typical Classroom Setup

GROUP GROUP GROUP

Station 3 Station 3 Station 3

Station2

Station1

Station2

Station1

Station2

Station1

Student Rotation within Groups

Station 3

Station 2 Station 1

21

Preparing Each Station

Detailed directions for setting up each station follow. A list of the materials needed for onestation is provided, along with specific directions for preparing the materials and setting up thestation. Refer to the diagram of the setup for your testing room to determine how manyindividual station setups you will need. For example, if you plan to have 10 groups (30 students),then you will need 10 setups for each station.

Station 1 — Measuring Objects and Liquids

Materials Needed for One Station:• 1 equal-arm balance• 1 set of gram masses (mixture of two 20-g, three 10-g, four 5-g, and 10 1-g for a total of 100 g)• 3 clear plastic jars, approximately 125-mL capacity• 2 screw tops to fit jars• 1 large plastic cup, approximately 300-mL capacity containing about 150 mL of water• 1 measuring container (beaker), 100-mL capacity with clearly marked gradations• 1 rough-cut rock (about 1" cube) that will fit easily into the beaker and sink completely in the

water without causing the water to overflow• 1 resealable plastic bag, large enough to hold the set of gram masses• 1 ruler with units for metric (30cm) and for standard (12 inches) measurement, neither with

indented zero points• 2–3 paper towels• Station Diagram for Station 1 (see next page)

Teacher Materials:• 1 black, permanent, fine-line marker• supply of water for 10 Station 1 setups• medicine cup or other tool to measure 25 mL of water as accurately as possible

Preparation:1. On Jar 1, draw a thin line all the way around the outside surface with a permanent black

marker so the inside volume to the line is 65 mL. On opposite sides of the jar, affix a label orprint “1.” (This jar will not have a screw top.)

2. Use the medicine cup to measure exactly 25 mL of water. Pour this water into Jar 2 and secure itwith a screw top. On opposite sides of the jar, affix a label or print “2” and “DO NOT OPEN.”Note: This measurement must be very precise. Do not use the student beaker for thismeasurement. Make sure that each Jar 2 contains exactly 25 mL of water.

3. Secure Jar 3 with a screw top. On opposite sides of the jar, affix a label or print “3” and “DONOT OPEN.”

4. On the plastic bag, affix a label or print “GRAM MASSES” with black permanent marker onone side. Place the set of gram masses inside the bag.

5. Set up the equal-arm balance as shown in the Station Diagram for Station 1 on the next page.

22

6. On the plastic cup, affix a label or print “WATER” on opposite sides. Add approximately150 mL of water to the plastic cup.

7. Complete the table for Station 1 on the Test Administrator’s Record Sheet for Station 1 (seeAppendix III).

8. Tape the Station Diagram for Station 1 at the bottom left corner of the station.9. Place all the materials at the station as shown in the Station Diagram for Station 1.10. On the ruler for Station 1, be sure that both scales, metric and standard units, are not taped

over but are available for student use.Note: For Station 3, the ruler will not have standard units visible. Therefore, these two sets ofrulers can not be used interchangeably once prepared for use.

Station DiagramStation 1 — Measuring Objects and Liquids

Measuringcontainer(beaker)

Balance

Extrapapertowels

Jars

Large cupof water

Ruler

Station 1 DiagramMeasuring Objectsand Liquids

Plastic bag with gram masses

Rock on paper towel

3

2

1

23

Station 2 – Electrical and Magnetic Testing

Materials Needed for One Station:• electrical tester:

– 1.5-volt “D” cell battery– 1.5-volt bulb and bulb holder– battery holder (plastic or metal recommended)– 3 insulated wires with clips

• bar magnet (approximately 1.5 cm x 7 cm)• resealable plastic bag containing eight objects and labeled “Test Objects”

– pennyNote: Penny must be new and shiny. Oxidized pennies will not conduct.– rubber band (at least 1/4 inch wide)– paper clip (all metal)– plastic spoon (small)– nickel (United States five cents)– wooden stick (like Popsicle stick or tongue depressor)– aluminum foil (heavy duty, about 5-cm square)– colored ceramic disk (magnetic)Note: Ceramic materials are nonmetallic, even if they are magnetic.

• Station Diagram for Station 2 (see next page)

Teacher Materials:• 1 black, permanent, fine-line marker• extra batteries and bulbs for the electrical testers

Preparation:1. Make the electrical tester using the equipment listed above for the “electrical tester.”

Check to be sure that it will work.2. Affix a label or print “Test Objects” on the resealable plastic bag with a permanent black

marker.3. Place the eight objects in the bag labeled “Test Objects.”4. Tape the Station Diagram for Station 2 at the bottom left corner of the station.5. Place all the materials at the station as shown in the Station Diagram for Station 2.

Safety: Be sure the students do not leave the electrical tester hooked up when it is not in use.When storing the tester, make sure that the batteries are separated from the conductors, so thatthey cannot come in contact and cause a short circuit. Monitor carefully the use of equipment bythe students. Students should not put any of the objects in their mouths.

24

Bar magnet

Bag oftest

objects

Bag of test objects contains penny, nickel,paper clip, aluminum foil, rubber band,plastic spoon, wooden stick, and colored disk.

Station DiagramStation 2—Electrical and Magnetic Testing

Station 2 DiagramElectrical andMagnetic Testing

N S

Electrical tester

25

Station 3 – Ball and Ramp

Materials Needed for One Station:• Wood block (preferably a cube) to serve as the ramp support (total height: 5–6 cm)• 1 ruler, 30-cm plastic without an indented zero mark and with a grooved center that can

accommodate a golf ball• 1 transparent, round, plastic deli container about 12cm diameter, 1 pint in volume, and

approximately 15 grams in mass• 1 golf ball in a resealable, clear plastic bag labeled “Golf Ball”• 1 Ping-Pong ball in a resealable, clear plastic bag labeled “Ping-Pong Ball” (Do not put the

Ping-Pong ball at the station.)• 1 Place Mat (see Appendix IV for template if needed)• 1 Station Diagram for Station 3 (see page 27)

Teacher Materials:• 1 black, permanent, fine-line marker• 1 scissors or craft knife• 1 roll double-sided carpet tape or duct tape• 1 set of self-adhesive colored dots for top of the containers (one dot for each container)• 1 roll of masking tape

Preparation:1. Cut a hole (about 6 cm x 6 cm) on one side of the plastic cup to allow enough room for either

ball to roll inside. (See the diagrams below.)2. Place a colored dot sticker on the top center of the cup. You may also make the dot with a

colored permanent marker:

FrontSide Top

Front

3. The grooved plastic ruler serves as the ramp for rolling the balls. On the ruler, allow only themetric units to show. Cover the standard units (inches) with black permanent marker,masking tape, or electrical tape. Be sure the tape does not get into the groove of the ruler, asit may interfere with the roll of the balls. If necessary, place tape on the backside of the rulerto ensure that the metric units are legible.

4. Reproduce enough Place Mats for the number of stations you will need. They must be 8½” x11,” preferably laminated. Appendix IV provides a master copy that can be reproduced andlaminated. (Most suppliers will include these in their kits.)

5. Obtain enough blocks of wood to act as the ramp support for each of the ten stations.

26

Station Setup Sequence:

1. The student materials for this station can be set up in one of several places:• on a large table• on two single student desks pushed together so that the ramp crosses over the gap between

the two desks

DO NOT TAPE DOWN ANY EQUIPMENT UNTILEVERYTHING HAS BEEN PUT IN PLACE AND TESTED.

2. Place the ramp support to the back and far left of the desk/table so that the ruler will slopedown from left to right. Place the ramp back far enough on the desktop so that the student hasplenty of room to write in the test booklet. The ruler’s numbers must be closest to thestudent’s side of the desk (even if the numbers are upside down). If the numbers are notcloser to the student’s side, reverse the ramp position to the right of the desk.

3. Place the ruler’s 29-cm mark at the edge of the ramp support and the ruler’s zero mark on thetable. Slip the place mat under the ruler so that it is aligned with the “End of RulerPlacement” mark (about 1 cm inside the edge of the mat).

4. When the golf ball is released from the top of the ramp, it must be able to push the cupsignificantly farther than the Finish Line on the place mat. Try one setup first to be sure thatthe cup is not too heavy.

5. Place the cup on the place mat’s Starting Circle (1 cm away from the end of the ruler, withthe cup’s opening toward the ruler). Try rolling the golf ball from the 20-cm and the 15-cmmarks. The ball must push the dot on the cup past the Finish Line each time. Try again fromthe 5cm. The dot must not reach the Finish Line. From the 10-cm mark, the golf ball mayeither push the dot on the cup either too far or not far enough, but the dot must not stop onthe Finish Line from the 10-cm release point. From any of the release points, 20, 15, 10, or5cm, the dot should not stop on the Finish Line. If any of these cause the dot to stop on theFinish Line, slightly adjust the slope of the ramp so that it would be necessary to have arelease point someplace between the 15-cm and 10-cm point or between 10-cm and 5-cmpoint to have the dot stop on the Finish Line. Do not get the ramp too steep as it will becomemore difficult to keep the ball in the groove of the ruler, or the ball will bounce at the bottomof the ramp giving inconsistent results. (As a laminated place mat is used more, you may notedistances the cup will travel could change as the laminate becomes smoother and has lessfriction causing the distances to change slightly.)

6. Once you have determined the correct height of the ramp, tape down the ramp support withdouble-sided carpet tape or duct tape. Tape the ruler to the place mat. Roll duct tape back onitself so that there are two sticky sides. Place duct tape or masking tape under each end ofthe ruler to fasten it securely to the block and the place mat. Place masking tape across theruler above the 29-cm mark and tape it down to the supports. Tape down the place mat.

7. Tape the Station Diagram for Station 3 to the bottom left corner of the station.

8. Place all materials at the station as shown in the Station Diagram for Station 3.

27

Approx.6 cm

Wood block(ramp support)

Place mat

Startingcircle

Ruler

Front ofcup

Dot

Station DiagramStation 3 — Ball and Ramp

Finishline

Station 3 DiagramBall and Ramp

Release points

Golf ball

28

Detailed Directions for Administering the Performance Test

Make sure that sufficient quantities of all test materials are on hand. The following materialsare needed:

For each student:

• test booklet (Form A)• pencil

The appropriate test booklet should be placed at each station.

For the test administrator:

• detailed directions for administering the performance test (See pages 28–31)• Test Administrator’s Record Sheet (Appendix III)

Several groups with three different stations are set up in the testing room. Each of the threestations contains different tasks. The stations are numbered from 1 to 3. Each student will rotatethrough all three of these stations. Students will have 15 minutes to complete the tasks at eachstation. Check each station before the students are admitted to the testing room to determine thateach station has the required materials and that they are properly arranged (see diagram on page20).

Place a blank test booklet and a sharpened pencil at each station before each new classenters the room. Recheck each station before each new class enters the testing room to assurethat all materials are available and are in order.

Before the test session begins, write a sample heading on the chalkboard. The informationshould include the student name, school name, city, teacher’s name, and today’s date.

Complete the Test Administrator’s Record Sheet (Appendix III). This information is veryimportant. It will be used to determine the range of correct answers when rating the test.

You must use an accurate timing device, such as a stopwatch or a clock with a sweep-second hand, to accurately provide time splits of 10, 13, and 15 minutes. Note the start time andintervals on a piece of paper, the chalkboard, or in this administration manual. The table belowprovides a sample of the information that will be needed for each session. A blank table isprovided on page 30.

ACTUAL TIME

First Station Second Station Third Station

Start 9:00 9:25 9:50

+10 minutes 9:10 9:35 10:00

+13 minutes 9:13 9:38 10:03

+ 15 minutes 9:15 9:40 10:05

29

Students should have an opportunity to visit the rest rooms and wash their hands just beforethe testing period.

Students should be assigned to the stations as they enter the room, filling the seats in anorderly fashion so all stations in a group are full. Have the first three students take seats at thegroup of stations farthest from the door, the next three students at the next group, etc.

Instruct the students not to open the test booklet or touch the equipment until they are toldto do so.

When students are at their first station and ready to work, read the following information tothem. This direction-reading stage is not to be counted as part of the 15 minutes for completingthe first station. Say:

Good morning [afternoon]. Today, you will be taking a science skills test. I thinkyou will enjoy it because you will get to use science equipment to help you answerthe questions on the test. Please listen carefully, follow directions closely, and doyour best work.

You should have a test booklet and a pencil at your station. If you don’t, raiseyour hand. (Pause.)

Now, on your test booklet, print your first and last name. (Pause.) Print the nameof your school, your city, your teacher’s name, and today’s date. I have put thatinformation on the chalkboard. (Pause for students to finish.)

Keep this test booklet with you throughout the test. It will be collected at the endof the test. Read the directions on the cover silently to yourself while I read themaloud.

“Your booklet contains three science performance tasks. At each station you willhave 15 minutes to finish your work. Continue working at each station until you seethe word STOP! at the bottom of the page or until the time is up. Please wait quietlyand patiently if you finish before the time is up. Please leave the station the wayyou found it.

Do not help other students or ask others to help you. There must be no talkingbetween students during this test.

Read the directions for each station carefully. All of your answers must bewritten in this test booklet. You will be given directions on how and when to move tothe other stations. Please listen carefully to all of the directions.

Do not go on to the next page until you are told to do so.”

Do not try to explain at this time how the students will be moving from station to station.Leave that information until after the completion of the first task.

The directions that follow will be repeated three times during the testing session.Say:

At the bottom left edge of your table, there is a Station Diagram with the nameand station number where you will be working. Open your test booklet and find thatstation number.

30

Look around to be sure that everyone has found his or her place. Say:

Now, read the directions for that station number in the box at the top of the pagein your test booklet. (Pause for 15 seconds.) Then check that all of the materials areat your station. Use the Station Diagram to make sure that your equipment is set upcorrectly. Be sure that you have all the equipment. (Pause for about 1 minute.) Ifanyone is missing equipment, raise your hand. (Pause.) At Station 2, check to besure that the electrical tester works. If the electrical tester does not work, raise yourhand. (Pause.)

Once all of the students complete their equipment check, say:

You may begin work.

Begin timing the 15 minutes now. Complete the table below for each session. You willneed to make additional copies if you are testing students in more than one session.

ACTUAL TIME

Time First Station Second Station Third Station

Start

+10 minutes

+13 minutes

+15 minutes

Most student questions should be answered with “read it again,” “sound out the word,” or“do your best.” If students are not sure about the names of specific objects or equipment, youmay refer them to the Station Diagram. All materials are labeled and clearly identified on thesediagrams.

Do not give students assistance on how to do the procedure. You should not acknowledgethat the student is doing the correct or an incorrect process. No one, under any circumstances,may interpret or explain test questions to students, nor may anyone review or comment on theanswer paper of a student while this test is in progress. Exceptions to this would be safetyconcerns (short circuiting the electrical tester, a student putting an object in his or her mouth,etc.), lost or broken equipment, or specific provisions in a student’s IEP for allowable testingaccommodations.

Station 3 – Ball and Ramp: While at this station, the students will raise their hand to get aPing-Pong ball from the test administrator.

31

After 10 minutes, say:

You have 5 minutes left. Continue working until you see the word STOP!

After 13 minutes, say:

You have 2 minutes left. Continue working until you see the word STOP!

After 15 minutes, say:

Stop work. Please put everything back the way it is shown on the StationDiagram.

At Station 1, pour the water from the beaker back into the large cup and placethe rock on the paper towel.

At Station 2, make sure all the objects are placed back in the bag and the barmagnet is left outside of the bag.

At Station 3, raise your hand to return the Ping-Pong ball.

Collect all the Ping-Pong balls from the students at Station 3. Before the students rotatewithin groups, make sure that the equipment at all stations is placed correctly so that it corre-sponds with the station diagrams.

Then say:

You are now going to move to the next station. I will show you how it is done.Be sure to take your test booklet and pencil with you.

Because stations have been arranged in groups, student movement can be kept to aminimum. It is recommended that the test administrator take one group and demonstrate for thewhole class how students will move to the next station. Then let each group rotate one at a timeand provide help when necessary.

When rotation is complete, repeat the directions beginning at the bottom of page 29 until thetesting session is complete. When the students have completed all three stations, say:

The science skills test is over. Thank you for being so attentive and cooperativeduring the test. Please wait quietly until you are dismissed.

Be sure to collect a test booklet and pencil from each student before the students leave thetesting room.

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Rating the Performance Test

The entire Performance Test will require rating by elementary-level teachers. It is estimatedthat a team of three teachers should be able to rate the responses to all three stations for about 30students in one hour. This scoring can be most quickly accomplished if one teacher rates allstudents’ responses to Station 1 while another rates all students' responses to Station 2 and a thirdrates all students’ responses to Station 3.

The Rating Guide for the Performance Test, Form A, gives detailed directions for rating thePerformance Test and specific criteria for rating each item. It is printed on yellow paper and wasincluded in the shipment of test materials from the Department. In rating the students’ testbooklets, each rater should follow the procedures in the Rating Guide. The rating should becompleted as soon as possible after the test administration and by the end of June.

Organizing the Rating Process

The following is a suggested procedure for managing the mechanics of the rating process.

1. Designate one person as the coordinator of the rating process. The coordinator may beappointed at either the building or the district level. He or she will be responsible fortraining and supervising raters and may rate some of the students’ responses.

2. Set aside one room as a central rating room for collecting, sorting, circulating, andstoring test booklets and for preparing and maintaining records.

3. Provide adequate time for rating during the school day.

4. Make sure each rater receives approximately the same number of student booklets.

5. Provide a copy of the completed Test Administrator’s Record Sheet to each rater.

6. At least two teachers and preferably three should participate in rating the questions onthe Performance Test. Each should be responsible for rating all of the questions for onestation. No one teacher is to score all the open-ended questions in a student’s answerbooklet.

7. Prior to the rating of the students’ answers to the Performance Test, allow time toprovide training for all raters (even if they have received prior training). If possible,select at random 10–15 student test booklets and duplicate them for use as a “warm-up”exercise with the raters for discussion of the questions, the criteria, and the rating ofeach item. During the training exercise, after three or four complete student test bookletshave been rated, ask the raters to indicate, by a show of hands, how many credits theygave each answer. If there is some disagreement about the number of credits to beawarded an answer, ask raters who gave different credits to an answer to explain theirrating by citing specific criteria from the Rating Guide.

8. Raters should have a set of stations available to check the accuracy of questionablestudent answers by actually performing the task for which the answer was given.

33

Appendix IMaterials Needed to Administer the Performance Test, Form A

The Department will provide the test booklets, rating guides, and other printed administrationmaterials. Schools are responsible for obtaining the materials needed for the performance tasks.Schools can either prepare these materials or purchase the materials in a complete kit from one ofseveral suppliers. A list of approved suppliers is provided in Appendix VIII. A list of materialsthat will be needed for one setup for each of the three stations appears below.

Materials Needed for One Station 1 — Measuring Objects and Liquids:• 1 equal-arm balance• 1 set of gram masses (mixture of two 20-g, three 10-g, four 5-g and 10 1-g for a total of 100 g)• 3 clear plastic jars, approximately 125-mL capacity• 2 screw tops to fit jars• 1 large plastic cup, approximately 300-mL capacity containing about 150 mL of water• 1 measuring container (beaker), 100-mL capacity with clearly marked gradations• 1 rough-cut rock (about 1" cube) that will fit easily into the beaker and sink completely in

the water without causing the water to overflow• 1 resealable plastic bag, large enough to hold the set of gram masses• 1 ruler with units for metric (30cm) and for standard (12 inches) measurement, neither with

indented zero points• 2 – 3 paper towels• Station Diagram for Station 1

Teacher Materials:• 1 black, permanent, fine-line marker• supply of water for 10 Station 1 setups• medicine cup or other tool to measure 25 mL of water as accurately as possible

Materials Needed for One Station 2 – Electrical and Magnetic Testing:• electrical tester:

– 1.5-volt “D” cell battery– 15-volt bulb and bulb holder– battery holder (plastic or metal recommended)– 3 insulated wires with clips

• bar magnet (approximately 1.5 cm x 7 cm)• resealable plastic bag containing eight objects and labeled “Test Objects”

– pennyNote: Penny must be new and shiny. Oxidized pennies will not conduct.

– rubber band (at least 1/4 inch wide)– paper clip (all metal)– colored ceramic disk (magnetic)– plastic spoon (small)– wooden stick (like Popsicle stick or tongue depressor)

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Station 2 (continued)

– nickel (U.S. five cents)– aluminum foil (heavy duty, about 5-cm square) Note: Ceramic materials are nonmetallic, even if they are magnetic.

• Station Diagram for Station 2

Teacher Materials:• 1 black, permanent, fine-line marker• extra batteries and bulbs for the electrical testers

Materials Needed for One Station 3 - Ball and Ramp:• Wood block (preferably a cube) to serve as the ramp support (total height: 5-6 cm)• 1 ruler, 30-cm plastic without an indented zero mark and with a grooved center that can

accommodate a golf ball• 1 transparent, round, plastic deli container about 12 cm diameter, 1 pint in volume, and

approximately 15 grams in mass• 1 golf ball in a resealable clear-plastic bag labeled “Golf Ball”• 1 Ping-Pong ball in a resealable clear plastic bag labeled “Ping-Pong Ball” (Do not put the

Ping-Pong ball at the station.)• 1 place mat (see Appendix IV for template)• 1 Station Diagram for Station 3

Teacher Materials:• 1 black, permanent, fine-line marker• 1 scissors or craft knife• 1 roll double-sided carpet tape or duct tape• 1 set of self-adhesive colored dots for top of the containers (one dot for each container)• 1 roll of masking tape

35

Appendix IIComparison of Possible Performance Test Sites

SITE: CLASSROOMAdvantages Disadvantages

Ease of station preparation Furniture already at site Good station-to-station movement Only classroom teacher and students

will be disrupted Secure location

The teacher and students whose room is being used need to berelocated for the duration of the testing.

Individual student desks may be too narrow for the ball andramp station unless they are at least 36 inches wide.

SITE: LIBRARYAdvantages Disadvantages

Large space Tables and chairs at site Secure location

May disrupt more teachers and students than classroom site Library unavailable for other uses during testing

SITE: CAFETERIA

Large space Tables and chairs at site

May disrupt a large number of teachers and students Unavailable for other uses during testing Poor security Testing may have to be interrupted by the breakfast/lunch

program Poor acoustics and high noise levels Stations may have to be disassembled and reassembled before

and after lunchSITE: SCIENCE ROOM

Advantages Disadvantages

Large space Tables and chairs at site Secure location Science materials on site

May disrupt more teachers and students than classroom site

SITE: GYMNASIUM

Advantages Disadvantages

Large space May disrupt large numbers of teachers and students Tables or desks and chairs must be moved into space Poor security Poor acoustics Not a familiar testing site for students Stations may have to be disassembled and reassembled to

accommodate physical education classes

36

37

Appendix IIIGrade 4 Elementary-Level Science Performance Test, Form A

Test Administrator’s Record SheetThis record sheet should be completed by the person(s) administering the Performance Test.

At the conclusion of the test administration, return this completed record sheet and the studentanswer sheets to the person in charge of the testing program for the school. This record sheet isvery important because it will be used to determine the range of correct answers when rating thetest.

Test Administrator(s) Date

School Name School District

Station 1 — Measuring Objects and LiquidsComplete the measurements and calculate acceptable ranges in the table below according to

the directions for each item to be measured. There will be up to ten Station 1 setups in the testingroom. Check that all jars are approximately the same width, height, and mass so that theacceptable range is correct for all of them. When measuring the water into Jar 2, be as precise aspossible, so that the ranges established for question 4 will be accurate for all of them.

Locationin

StudentBooklet

Item to beMeasured Measure Directions for Calculating

Acceptable Range Acceptable Range

1a Jar 1 inside width cm

±0.3 cm (± 3mm)For example, the acceptable rangefor a measurement of 5.4 cm is5.1–5.7 cm.

____ to ____ cm

1b Jar 1 inside height inches

± ¼ inFor example, the acceptable rangefor a measurement 2⅝ inches is2⅜ – 2⅞ in.

____ to ____inches

2 Volume of waterto line on Jar 1 mL

The acceptable range is the 10-mL interval on the beaker inwhich the actual measurementfalls. For example, the acceptablerange for a measurement 63 mL is60–70 mL.Note: Do not use ±5 mL as theacceptable range. The gradationson the beaker do not allow thismuch precision.

____ to ____ mL

4a Mass of Jar 2 withcover and water g ±3 g ____ to ____ g

4b Mass of Jar 3 withcover (empty jar) g ±3 g ____ to ____ g

(over)

38

Grade 4 Elementary-Level Science Performance Test, Form ATest Administrator’s Record Sheet (page 2)

Note: If any materials used during the test administration were different from those specified inAppendix I or if the administration directions were not followed exactly as written, note thesedifferences below. Be specific. These variations can be important when scoring the students’ testbooklets.

39

Appendix IVStation 3—Ball and Ramp Place Mat

The place mat on the next page should be reproduced on 8" × 11" paper and laminated. Inmost cases, these place mats will be supplied in the performance test kits.

40

41

Fini

sh L

ine

Pla

ce M

at

Star

ting

Cir

cle

End of Ruler Placement End of Ruler Placement

42

43

Appendix VClass Record Sheet

Distribution of Final Test Scores

Class Record Sheet

Schools that compile student scores by hand can use the Class Record Sheet to record scoresof each class on the Written Test and the Performance Test. Make one copy of the sheet for eachclass.

Nonpublic schools must complete this Class Record Sheet and return it to the address below,along with the students’ original, scored, scannable answer sheets. The Department will notreturn these materials, so schools should make photocopies for their records. (Nonpublic schoolsshould refer to Appendix VII for more information.)

Dawn ThompsonNew York State Education Department

Information and Reporting Services, Room 868 EBA89 Washington Avenue

Albany, NY 12234

Distribution of Final Scores

These data can be developed into a distribution of final test scores for local use. Completethe steps below.

1. Using the Class Record Sheet, tally the number of students who achieved each finaltest score value.

2. Count the tallies and write the number in the frequency column (F).

3. Complete the cumulative frequency column (CF) beginning with the final test scoreof 0. For each final test score, add the frequency to the CF for the previous final testscore to get the next CF value.

Once completed, the CF column can be used to determine how many students scored at orbelow a given final test score. For example, a school might be interested in knowing the numberof students whose scores were below 65 because those students will require academicintervention services.

44

45

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46

47

New York State Grade 4 Elementary-Level Science TestDistribution of Final Test Scores

School Name: Date:

FinalScore Tally F CF Final

Score Tally F CF FinalScore Tally F CF

0 34 681 35 692 36 703 37 714 38 725 39 736 40 747 41 758 42 769 43 77

10 44 7811 45 7912 46 8013 47 8114 48 8215 49 8316 50 8417 51 8518 52 8619 53 8720 54 8821 55 8922 56 9023 57 9124 58 9225 59 9326 60 9427 61 9528 62 9629 63 9730 64 9831 65 9932 66 10033 67

Key

F

CF

—

—

Frequency

Cumulative Frequency

48

49

Appendix VIDeputy and Proctor Certificate

Examination and Storage Certificate

50

51

The University of the State of New YorkTHE STATE EDUCATION DEPARTMENTOffice of State Assessment, Room 761 EBA

Albany, New York 12234

DEPUTY AND PROCTOR CERTIFICATEGrade 4 Elementary-Level Science Test

School Name _________________________________

City or Town _________________________________ Examination Date _____________________________ (Month/Year)

We, the undersigned deputies and proctors who assisted in the administration of the Grade 4Elementary-Level Science Test, hereby declare our belief in the correctness of the followingstatement:

The rules and regulations for administering the test were fully and faithfully observed, andin particular:

1. The rules for administering the test were read to or read by each person who assistedin administering the test.

2. The test was held within the prescribed dates.3. The tests were kept in the sealed packages until the administration date.4. The students were given appropriate instructions and orientation before beginning the

test.5. The students were so seated as to prevent collusion.6. Adequate supervision was maintained throughout the administration of the test.7. The answer papers were collected from the students immediately at the close of the

test.8. All test booklets and scoring keys for the test were collected and returned to the

principal.

1. ___________________________________ 11. ___________________________________

2. ___________________________________ 12. ___________________________________

3. ___________________________________ 13. ___________________________________

4. ___________________________________ 14. ___________________________________

5. ___________________________________ 15. ___________________________________

6. ___________________________________ 16. ___________________________________

7. ___________________________________ 17. ___________________________________

8. ___________________________________ 18. ___________________________________

9. ___________________________________ 19. ___________________________________

10. ___________________________________ 20. ___________________________________(Attach additional sheets when necessary.)

After completion, retain in school files for one year.

52

53

The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Office of State AssessmentAlbany, New York 12234

EXAMINATION STORAGE CERTIFICATE

Grade 4 Elementary-Level Science Test

School Name _________________________________

City or Town _________________________________ Examination Date _____________________________(Month/Year)

I, the undersigned principal of the school named above, do hereby declare that each of thesecurity procedures listed below was fully and faithfully observed for the current administration ofthe Grade 4 Elementary-Level Science Test.

1. The sealed packages of secure test materials were stored in a secure place at thelocation indicated on the Examination Storage Plan submitted for the aboveexamination period.

2. The secure place was maintained under strict security conditions.

3. An inventory of the test materials was conducted as soon after delivery as waspractical. The State Education Department was notified if any of the packages ofsecure test materials were not properly sealed when received. The sealed packages ofsecure test materials were replaced inside the secure location immediately after theinventory was completed.

4. The sealed packages of secure materials for the test were not removed from the securelocation, except for the inventory of test materials shipped to the school, until the day onwhich the test was scheduled to be administered.

5. The sealed packages of secure materials for the test were not opened until the day onwhich the test was scheduled to be administered.

Name of Principal (print or type)

Signature of Principal Date / /

After completion, retain in school files for one year.

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55

Appendix VIIInstructions for Nonpublic Schools

Completing the Class Record SheetSchool staff must complete a Class Record Sheet (see Appendix V). List on the Class

Record Sheet every 4th grade student in the school. After the Performance Test is administeredand scored, staff should record on this sheet student scores for Stations 1 through 3 and the totalperformance score. After the Written Test is administered and scored, staff should record studentID numbers and student scores for Parts I and II of the Written Test, the total Written Test score,the final test score, and the level. The final test score and level are determined by usinginformation provided in the Rating Guide for the Written Test, Part II. The student ID number isthe six-digit number at the bottom of page 2 of the machine-scorable answer sheet, which is sentto schools with the Written Test materials.

Staff should indicate with a check mark in the appropriate column those students for whomscores were not recorded because they are students with disabilities eligible to take the NewYork State Alternate Assessment (NYSAA) or a locally selected assessment or because theywere absent for the Written and/or Performance Test.

Completing the Answer SheetsNonpublic schools must use the machine-scorable answer sheets the Department provides to

schools with the Written Test materials to record and report student demographic informationand student test scores for the Grade 4 Elementary-Level Science Test. An answer sheet must becompleted for each 4th grade student, including each age-equivalent student with disabilities andeach limited-English-proficient (LEP) student. Students will complete the left side of page 1 ofthe answer sheet during the administration of the Written Test. Teachers will complete the rightside of page 1 after the Written Test administration.

Record “Alternate Assessment” in box 7 for any student with severe disabilities whom thestudent’s home school district’s Committee on Special Education (CSE) has identified as eligiblefor the NYSAA instead of the Grade 4 Elementary-Level Science Test. Record “AlternateAssessment” for these students even if they are not taking the NYSAA during the 2003–04school year. Record “Locally Selected Assessment” in box 7 for any student with disabilitieswho will be taking a locally selected assessment instead of the Grade 4 Elementary-LevelScience Test.

If the student did not complete the entire test because of absence, indicate the student’sabsence for the Written and/or Performance Tests in box 7 of the answer sheet.

If your school does not have a sufficient number of answer sheets, contact the Office ofState Assessment via fax to 518-474-2021 to obtain additional copies.

Scoring the TestMake sure that all student information is properly recorded on the answer sheet prior to

scoring. On each student’s answer sheet, complete all information that is to be provided by theteacher. Record the student’s scores for the Part I, Part II, Total Written Test, and PerformanceTest and the student’s Final Test Score obtained by using the conversion chart provided in theRating Guide for the Written Test, Part II. Keep a record of the students’ scores at the school.(Your school should make photocopies of student answer sheets for its records.) The Departmentwill not be mailing student score reports to schools.

56

If your school is sending papers to be scored at another scoring site, the scoring site mustreturn the scored student papers to your school. On each student’s answer sheet, make sure theinformation to be provided by teachers is completed. The student’s score for the Part I, Part II,Total Written Test, and Performance Test must be recorded at the scoring site. The school mustdetermine the Final Test Score using the conversion chart provided in the Rating Guide for theWritten Test, Part II. Keep a record of the students’ scores at the school.

DO NOT MAKE ANY EXTRANEOUS MARKS ON THE ANSWER SHEETS. Straypencil or pen marks of any color or liquid correction fluid on the answer sheet may interfere withthe scanning of the sheets and result in inaccurate data being recorded for the student.

After the ScoringComplete the Class Record Sheet by recording each student’s Written Test Score and Final

Test Score. Make sure that the information on the Class Record Sheet agrees with that on thestudent answer sheets. Make a photocopy of the Class Record Sheet for your records.

It is the principal’s responsibility to submit the complete, scored answer sheets to theDepartment for scanning. Submission of these answer sheets will satisfy the reportingrequirements for nonpublic schools for the Grade 4 Elementary-Level Science Test. Nonpublicschools are not required to report aggregate results for this test to the Department. Send the ClassRecord Sheets to the Department with the scored answer sheets. Do not include test bookletswhen submitting answer sheets to the Department. Keep used student Performance Test bookletsin secure storage at your school for at least one year. (Unused Performance Test booklets andrating guides must be returned to the Department according to the instructions on page 6.)

Mail the student answer sheets and the Class Record Sheets using a delivery service thatincludes a package tracking service (e.g. UPS, FedEx) by June 30, 2004, to:

Dawn ThompsonNew York State Education Department

Information and Reporting Services, Room 868 EBA89 Washington Avenue

Albany, NY 12234

The Department will scan the answer sheets to calculate school summary data. TheDepartment uses secure procedures to protect the confidentiality of student records. TheDepartment does not retain student names in its files.

Special Instructions for Reporting the Scores of Students with DisabilitiesPublic school districts are responsible for reporting assessment results for each student with

disabilities placed outside the district by the CSE. Schools with enrollments that include studentswith disabilities placed in the school by the student’s home school district CSE must contact thehome school district to obtain the appropriate public school answer sheets. Answer sheets forthese students should not be sent to the State Education Department for scoring. The answersheets and test booklets for each of these students should be returned to the home school districtimmediately after test administration so that they can be scored.

For further information on reporting scores for this test, contact the Office of Informationand Reporting Services at 518-474-7965.

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Appendix VIIIApproved Suppliers of Kits for the Grade 4

Elementary-Level Science Performance Test, Form A

Form A of the performance test will be used for several years. The Department will provideschools with all of the print materials needed to administer the test. As has been the case in thepast, schools are required to provide the specific equipment needed to administer the test.Schools may purchase the required materials in kits that will be available from commercialsuppliers and some BOCES.

Each of the suppliers listed below has submitted a prototype kit that has been reviewed bythe Department and found to be suitable for use with this test. Schools should contact thesuppliers directly for information about costs and procedures for purchasing kits.

Mr. Jim Crawford, Cyntech Products2040 Four Mile Road, P.O. Box 309Allegany, NY 14706Phone: 716–372–2243Fax: 716–373–7374

Mr. Doug Brucker, Monroe2-Orleans BOCESElementary Science Program38 Turner DriveSpencerport, NY 14559Phone: 585– 352–1140 or 800 – 832–8011

Mr. Grant Gardner Jr., Delta EducationP.O. Box 3000Nashua, NH 03063Phone: 800–258–1302

Mr. George Nassis, Neo/SCI CorporationP.O. Box 22729Rochester, NY 14692Phone: 800–526–6689Fax: 800–657–7523Web: www.neosci.com

Ms. Gale Smith, Frey Scientific100 Paragon ParkwayMansfield, OH 44903Phone: 800–225–3739www.freyscientific.com

Mr. Armin HeraviScience Kit & Boreal Laboratories777 East Park Drive, P.O. Box 5003Tonawanda, NY 14151Phone: 1-800–828–7777heravi@sciencekit.comhttp://www.sciencekit.com

Mr. Dan FitchSCT BOCES, Science Resources Center2501 Corning RoadElmira, NY 14903Phone: 607–795–5322